Phonological awareness can influence literacy development by helping the student sound out or spell out a word based on prior knowledge of similar sounding/looking words. While this could definitely be a positive influence, such as knowing that “cat” rhymes with “mat,” it could also trick students, such as confusing when to use “there” or “their” in a written sentence. Phonemic difference can influence literacy development positively by helping students break down a word to uncover its meaning. Using both of these techniques together helps develop a general basis for reading and writing.
Assignment: - Objective: Students will be able to identify 10 literary concepts of short stories and narrative poems with 100% accuracy by the end of the week. - Introduction: Read a fun short story to the students, such as “Mark Twain’s "The Celebrated Jumping Frog of Calaveras County." Ask them what terms they noticed Twain used. - Model, aka "I do": Read the students my own written example of a (very) short story using 5 of the literary terms. - Guided Practice, aka "We do": As a class, have the students create their own short story “Mad-Lib” style. Start off the students with a few given lines and have them complete blanks and adding sentences using references, descriptions, and foreshadowing, etc. terms/phrases to complete the story. - Independent Practice, aka "You do": For homework, have the students write their own short story or poem. At the start of the following class students will turn in a short rough draft, and as the unit continues have them go back to edit and elaborate their story. They will have one week to produce their piece using a minimum of 5 and up to 10 of the literary terms.
Phonemic Analysis
Phonological awareness can influence literacy development by helping the student sound out or spell out a word based on prior knowledge of similar sounding/looking words. While this could definitely be a positive influence, such as knowing that “cat” rhymes with “mat,” it could also trick students, such as confusing when to use “there” or “their” in a written sentence. Phonemic difference can influence literacy development positively by helping students break down a word to uncover its meaning. Using both of these techniques together helps develop a general basis for reading and writing.
Assignment:
- Objective: Students will be able to identify 10 literary concepts of short stories and narrative poems with 100% accuracy by the end of the week.
- Introduction: Read a fun short story to the students, such as “Mark Twain’s "The Celebrated Jumping Frog of Calaveras County." Ask them what terms they noticed Twain used.
- Model, aka "I do": Read the students my own written example of a (very) short story using 5 of the literary terms.
- Guided Practice, aka "We do": As a class, have the students create their own short story “Mad-Lib” style. Start off the students with a few given lines and have them complete blanks and adding sentences using references, descriptions, and foreshadowing, etc. terms/phrases to complete the story.
- Independent Practice, aka "You do": For homework, have the students write their own short story or poem. At the start of the following class students will turn in a short rough draft, and as the unit continues have them go back to edit and elaborate their story. They will have one week to produce their piece using a minimum of 5 and up to 10 of the literary terms.